Promoting Students' Learning Independence and Achievement Through the Use of Virtual Chemistry Laboratory in Blended Online Learning
DOI:
https://doi.org/10.16920/jeet/2024/v37i3/24005Keywords:
blended online learning; chemical equilibrium; students' learning independence; students' achievement; virtual laboratoryAbstract
Since the laboratory work activity is an essential part of chemistry learning, recent studies on the effectiveness of Virtual Chemistry Laboratory (VICH-Lab) are proposed. This research aims to promote students' learning independence and achievement by implementing VICH-Lab in blended online learning of chemical equilibrium topics in a chemistry lesson. Quasi-experimental research with a post-test-only design was implemented in this research. The samples of this research cover two classes drawn from a public secondary school in Kulon Progo Regency, Indonesia. Both classes were established by the cluster random sampling technique. The students' learning independence data were collected through the Learning Independence Questionnaire (LIQ) and Observation Sheet of Learning Independence (OSLI). In contrast, the data on students' achievements were obtained through Chemical Equilibrium Test (CET). The two data types were analysed following the one-way Analysis of Variance (one-way ANOVA) technique. The analysis results indicate any significant effects of VICH-Lab in blended online learning on students' learning independence and achievement.
Thus, the VICH-Lab in blended online learning can be used as an alternative way to promote students' learning independence and achievement, especially in this pandemic covid-19 situation.
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